September 27, 2024
Resources
BEHAVIOR/DISCIPLINE POLICY
Philippi Christian Preschool effectively guides children’s behavior management through praise and positive reinforcement. Children develop positive self-concepts, problem-solving abilities, and self discipline through positive, non-violent, and understanding interactions with adults. Based on this belief, we implement the following discipline and behavior management policy. We consistently apply behavior expectations and limits to enable children to self-discipline. Children respect the rights of others and learn self-esteem and self-control through adult guidance and play with friends. Teachers never use physical punishment or verbal abuse.
Guidance for guiding children’s behavior in PCP
Our desired behavior is attentiveness, respect, friendliness, cooperation, willingness, sharing, acceptance, and manners. It uses positive reinforcement and verbal support to encourage our children. We plan a smooth transition through songs ,engaging in interactive participation. When a child is not following a teacher’s verbal direction, ask whether the child needs your help. If the child still doesn’t listen, you are going to provide the steps to guide the child to comply with the teacher’s request for the child’s safety. Distraction, redirection, and proximity are effective when children are in conflict. During the school year, physical punishment or psychological abuse will NOT be tolerated and will be terminated immediately. Avoiding waiting time between activities and indoor/outdoor transitions and careful transition planning can avoid potential problematic behavior. Ask for help if needed.
1. Positive Relationships with the children and families for Positive behavioral practices
It is important to welcome parents brightly and positively during the pick-up and drop-off times and have positive conversations about their children. It gives parents a sense of trust that they can entrust to their children.
When talking with children:
● Confidentiality is important and must be kept private. Do not discuss a child with other people ● Get down to their eye level. Squat, kneel, or sit on a low chair.
● Use short, clear statements for direction. Often use the words “let’s and we” as partners for teamwork with children.
● A model with good manners like please, thank you, and sorry all day. Children learn through imitation and good role models. Do not force them.
● Respect the personality and culture of all children and families. Treat children as you like to be treated.
● Use the sports-casting conversation. Explain in play what the child is doing. Become a play partner. Talk, respond, and sing while interacting. Relax and be cheerful.
● Remember the four questions your children can answer: What am I supposed to be doing? How do I know I’m making progress? How do I know I’m finished? What am I supposed to do next?
2. Teachers use a variety of strategies to encourage children’s positive behaviors and help them avoid negative behavior such as
● Be a role model for children. Behave as you expect children to behave. Provide Choices,Provide physical presence, Teach emotional expressions, and Individualized Needs.
● Provide Choices: We create an environment where children have authentic and limited choices and provide the following opportunities throughout the day to make choices on their own to develop self-confidence, autonomy, and independence.
● Provide physical presence: problematic behavior is often prevented by simply being near the child. Settle in a learning environment where children can see and feel your presence.
● Teach emotional expressions: Teach children how to express their feelings that are comfortable and uncomfortable. Deliberately talk about all types of emotions and the appropriate ways to express them.
● Individualized Needs: Recognizes when children need to meet basic needs. Provide children with personalized schedules when they are hungry, tired, sick, or need to change diapers.
3. Redirection
A. Verbal Redirection to guide children’s positive behavior.
● We use verbal redirection by expressing a command or request to redirect the behavior.
● Example: “Chairs are for sitting. No standing, please.”, “No jumping on the cot. Sit, please.” “On, what a nice toy. Put it back on the shelf, please.”
B. Physical Redirection to guide children’s positive behavior
● Use physical redirection by using nurturing touch to redirect a child to perform more appropriate behavior like a hand gently placed on the child’s back, an object taken from a child’s grasp, or hand redirected from a dangerous object, etc.
● Let the children know you like them. Frequently use verbal and physical signs of affection, but before hugging, always ask a child if the child wants a hug. Don’t kiss a child.
C. Redirection with Visual Cues to guide children’s positive behavior
● Redirection with visual cues increases communication skills, reduces negative behavior, and allows independent access and adaptation to their environment.
● Visual cues are used to improve classroom instruction, such as body language, location, environment placement, and print/multimedia. Utilize bulletin boards to highlight children’s work, display children’s expectations or class rules, display stories/writing/art related to class lessons and themes.
● Labels are attached to objects and textbooks in each place in the classroom to recognize the purpose of use. Classrooms should be clearly labeled to facilitate communication, promote independence, and align individual students’ IEP goals with the curriculum.
● Task analysis with pictures must be attached to the place children used, such as washing hands at the sink, using the toilet, etc. Attach photos and descriptions to each area center.
● Individual work areas should be set up for children when needed and should be clearly defined with visual prompts (icons, colors, and words), allowing them to start work.
4. Clear Rules and Expectations Developed with Children
Allow children’s opinions when creating classroom rules and expectations.
● Use clear and positive terms. Encourage and respect them to make choices of positive behavior.
● 3 Be’s: Be specific and straightforward. Be measurable and observable. Be consistent with maintaining them. Teachers must serve as role models for the children.
● Teachers must intentionally and systematically teach children the rules and expectations that children must follow on a daily basis in a variety of environments.